Brief Description of Program (no more than 150 words)
Provide an overview of your program. What will students experience during the program and what do you hope that your students will remember and be able to do after the program ends?
You may find it easier to respond to this question after completing the sections on Program Theme, Unit Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills.
1st to 5th grade students with no prior knowledge of Hindi will participate in a two-week summer camp called “Colors of India” to strengthen their understanding of the Hindi language and Indian culture. This camp will focus on developing basic listening, speaking and writing skills in the target language. It will also help students learn about the rich culture, festivals and symbols of India. There are lots mythological stories that are major source of influence to Indian traditions and social set up. These interesting stories and facts will help strengthen their connection to the community and make their language learning journey more joyful and an exciting experience.
This is the umbrella theme that frames the curriculum and provides context for language and culture learning.
COLORS OF INDIA
In India each state has a different culture, language and tradition. But as a country it represents only one unique identity. It’s a perfect example of unity in diversity. It’s like a rainbow, which consists of many colors that makes its form, shape and presence felt only when all the colors are seen together. The title of the camp is inspired from the same feeling and hence named as ‘The colors of India”
What are the subthemes that will address different aspects of the umbrella theme? These subthemes will facilitate student learning and enable students to demonstrate what they have learned.
All about myself
(How to greet and introduce in Hindi, tell favorite color, food, hobby and other interests. Students will learn to write their names in devanagari.)
What will students know and be able to do in the target language and culture? Identify what students will do in terms of the standards. Ideally, all standards will be addressed, but there may be exceptions depending on the type of program that is being offered.
Introduce themselves and families: ask and answer simple questions and exchange information about themselves and families
Express their likes and dislikes about the food, interests in dance and culture
Negotiate deals at the market place
Use audio recordings to practice greetings and introductions
Listen to and watch videos and film clips related to the theme of the camps – places in India, foods, sports, music, dance etc .
Perform or recite Indian songs and rhymes
Role play different scenarios based on the subthemes
Listen to mythological stories behind the festivals -Diwali, Dussehra and Holi
Design the cover of their journal in a style similar to culturally authentic art themes
Recognize Indian sports and their rules – Cricket, Kabadi, Vish Amrit, Pithoo etc.
3.2 Distinctive Viewpoints
Through various mythological stories students learn how a society can get influenced and how the traditions are formed
Compare Indian food styles to American food styles
4.1 Nature of Language
Sounds of alphabets: In English one alphabet can have more than one sound but in Hindi one character has only one sound.
Writing Style: In Hindi you put line on top of each word.
ln Long and short vowel sound the base character is same but there is slight variation in the way it’s written.
4.2 Nature of Culture
Compare typical or regional Indian food with typical or regional American food
Understand the differences between American and Indian styles of dress
Compare the festivals of both the countries – their origin, style and traditions
5.1 Beyond the School Setting
Demonstrate an understanding of Indian festivals, sports and other facts to connect with peers
Familiarity with Indian festivals and their importance
5.2 Life-long Learners
Learn the value of reflection by sharing journals with other family members.
Specific Knowledge and Skills
What specific linguistic, cultural, and other subject matter knowledge and skills will students be learning as they work with this theme? (e.g., language functions, cultural knowledge/practices/ perspectives, knowledge related to subject matter or concepts.) Identify what students will do in terms of, but not limited to, Linguafolio-like Can Do statements that are aligned with the Standards for Foreign Language Learning in the 21st Century.
Thematic Knowledge and Skills
Greet others and take leave
Hello! – Namaste
How are you? – Aap kaise hain?
See you later. -- Phir mileage.。
Thanks You -- Dhanyavaad.
Welcome -- Swagat hai.
My name is…. ; Mera naam ……hai.
I am… years old. ; Main …. Saal ka hoon.
I live in…. ; Main …… main rahataa hoon.
Follow instruction in Hindi in class or during the recess
Look, listen, Be quiet ,Raise your hand, Sit down, Stand up, Jump, Run, right, left
run to the right, run to the left
Ask and answer questions about family
How many people do you（he/she） have in your family?
Flag of India is called a Tiranga (made of tri color)
Symbols of India
National bird – Peacock (mor)
National flower – Lotus (Kamal)
National fruit – Field Hockey
National animal – Tiger
Talk about colors to describe things
Red -- Laal
Green -- Hara
Yellow -- Peela
Blue -- Neela
Brown -- Bhura
Black -- Kala
White -- Safed
Pink -- Gulabi
Orange -- Naarangi etc.
Sing Hindi Songs and read some the characters on the lyrics of the songs.
Identify Numbers and learn to count
1,2,3,4,5… 10 as ek, do, teen, char, paanch… dus
Ask and for a price
How much is it?
It is one (two..) dollar.
Identify and say Indian food Items:
Dal - lentils
Sabji - vegetables
Phal - fruits
Roti - India bread, similar to Tortilla rolls here
Khana - food
Bhook - hunger
Identify common Indian dishes on a Menu
Snacks/ Appetizers: Samosa, Pakora, Bhel puri, Idly, Dahi vada
Mani Dishes : Dal Makhani, Tandori chicken, Shahi Paneer, Dosa, Biryani, Tandoori Naan/Roti
Identifying Indian clothes
Identify Indian clothing for boys and girls like for
Boys: Kurta-Pajama, Dhoti.
Girls: Salwaar-Kameez, Saree.
End of Program Performance Tasks
What culminating performance tasks will provide evidence that students have achieved the program learning objectives? Indicate how students will be assessed for each mode of communication through interpretive, interpersonal and presentational performance tasks.
Interpretive tasks involve students in receptive communication of oral or written messages, in mediated communication via print and non-print material, or with listener, viewer, reader works with visual or recorded materials whose creator is absent.
Interpersonal tasks require direct oral communication between individuals who are in personal contact or direct written communication between individuals who come into personal contact.
Presentational tasks require students to engage in productive communication using oral or written language, produce spoken or written communication for people with whom there is no immediate personal contact or which takes place in a one-to-many mode, or author or create visual or recorded material for listeners or readers not personally known.
Students will listen to Panchatantra stories from books and watch videos on you-tube
about the festivals of India.
2. Students will be able to understand many courtesy expressions, simple information
questions and simple statements in Hindi.
3. Students will be asked to show their understanding of food in Hindi by circling the picture
of dishes on the menu.
1. Students will exchange personal information, simple questions about themselves, their
favorite color with each other.
2. Students will ask questions, ask price and make a purchase during the “shopping time”
3. Students will apply the vocabulary and expressions they learn during the PE activity
2. Students will create an invitation with their names in devanagarito on the invitation. They
will also perform songs and skits for an invited write audience (parents, and guests) on the
the last day of the camp.
Other Types of Assessment and Evidence of Learning
Other types of assessment and evidence of learning may include a wide range of activities and products that provide meaningful evidence of learning, such as dialogue journals, reflective journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Include some assessment or reflection about students’ attitudes and perspectives toward the target language and culture.
Students participate in standard morning routine like greeting teachers and other friends in the target language. Teachers will ask simple questions to check their understanding and students will learn song and rhymes
Students will participate in simple role plays such as: celebrating festivals, ordering food in a restaurant, going shopping
Students will introduce themselves and tell more about themselves
Teachers will use games to facilitate learning target vocabulary and phrases.
Will watch Hindi songs, video clips about festivals and clothing. This will be followed by a quiz for the students to assess their learning. To make the quiz interesting different methods like fortune wheel and hot potato will be used.
Students will prepare posters for different topics within the subthemes.
Students will interview each other to learn about likes/dislikes, birthdays, and other information
Before students leave for lunch, students will spend 10 minutes to work on their daily journal to reflect up what they learned each day.
How will your program ensure that the following best practices are incorporated into your program?
Use target language for instruction
-The target language will be used at least 90 percent of instruction.
-Teachers will create comprehensible input through visual aids, action clues and other methods.
Facilitate student-centered learning
-Student-center activities such as interviews, role plays, use of Venn Diagrams and other graphical representations will be used during the summer camp.
Ensure meaningful interaction in the target language
-Students will play the role of buyer or seller and enact the scene in front of the class
-Students will use Hindi key words of the day in their conversations
Integrate language, culture and content
-Teachers will use realia and multimedia to introduce and incorporate Indian culture, e.g. showing Henna art, jewelry, bindi etc.
-Students will decorate diyas for Diwali, play with colors for the holi festival
Differentiate instruction based on student need
-Sstudents will be grouped based on their learning style and age.
-Center activities will be set up each day to address needs with different learning styles.
-Various teaching resources will be used to meet the needs of different learning styles and abilities.
-Seating will be flexible and arranged to promote learning, participation and interaction.
Materials & Other Resources
Describe the primary resources that you plan to use for the program.
Title of textbook, if applicable
A variety of reading materials will be used during the circle time and silent reading time.
Gyan Sarovar, Aao Seekhe Ginti
Story books, pictures/photos, flash cards, Indian games (carom board, Ludo , dresses, food samples, festivals greeting cards
DVDs, CDs, and CD-ROM, and power point
YouTube: Movie Clippings, Songs Clippings of some of the Indian Movies and clippings for famous Festivals and Clothing.
If technology is part of your budget, how will that technology support instruction and enhance learning?
PPT storybook and interactive games will be used to facilitate students’ learning.
Video clips on YouTube will be used to show supporting study materials
Flip Video Camera
To record students’ performances, presentation, artworks.
For Your Reference Standards for Foreign Language Learning in the 21st Century
Goal 1: Communication
Standard 1.1- Interpersonal Communication: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions.
Standard 1.2 – Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3 – Presentational Communication: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics.
Goal 2: Cultures
Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
Goal 3: Connections
Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their knowledge of other disciplines through the foreign language.
Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
Goal 4: Comparisons
Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Goal 5: Community
Standard 5.1 – Beyond the School Setting: Students use the language both within and beyond the school setting.
Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
The Interpersonal Mode is characterized by active negotiation of meaning among individuals. Participants observe and monitor one another to see how their meaning and intentions are being communicated. Adjustments and clarifications can be made accordingly. As a result, there is a higher probability of ultimately achieving the goal of successful communication in this mode than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both the interpersonal and negotiated dimensions can be realized through reading and writing, such as the exchange of personal letters or electronic mail messages.
The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or the speaker. Such instances of “one-way” reading or listening include the cultural interpretation of texts, oral or written, must be distinguished from the notion of reading and listening “comprehension,” where the term could refer to understanding a text with an American mindset. Put another way, interpretation differs from comprehension in that the former implies the ability to “read (or listen) between the lines.”
Since the Interpretive Mode does not allow for active negotiation between the reader and the writer or the listener and the speaker, it requires a much more profound knowledge of culture from the outset. The more one knows about the other language and culture, the greater the chances of creating the appropriate cultural interpretations of a written or spoken text. It must be noted, however, that cultural literacy and the ability to read or listen between the lines are developed over time and through exposure to the language and culture.
The Presentational Mode refers to the creation of messages in a manner that facilities interpretation by members of the other culture where no direct opportunity for active negotiation of meaning between members of the two cultures exists. Examples of the “one-way” writing and speaking require a substantial knowledge of language and culture from the outset, since the goal is to make sure that members of the other culture, the audience, will be successful in reading and listening between the lines.
National Standards in Foreign Language Education Project (2006). Standards for foreign language learning in the 21st century. Lawrence, KS: Allen Press, Inc. pp. 36-38.